Deped curriculum guide in english grade 7-10

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do not appear in this preview. 1. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 2 of 171 FRAMEWORK 2. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 3 171 I. PHILOSOPHY AND RATIONALE Language is the basis of all
communications and the primary thinking tool. Thinking, learning and language are interconnected. Language is governed by rules and systems (language conventions) that are used to study and convey meaning. It defines a culture that is essential for understanding oneself (personal identity), forming interpersonal relationships
(socialization), expanding experience, thinking about thoughts and actions, and contributing to a better society. Thus, language plays a central role in the intellectual, social and emotional development of peoples and plays an important role in all key areas of learning1. Language is the basis of all human relationships. All human
relationships are based on people's ability to communicate effectively with each other. Our thoughts, values and understanding are developed and expressed through language. This process allows students to better understand the world in which they live and contributes to the development of their personal views of the world community.
People use language to understand and bring order to their world. Thus, language proficiency allows people to access, process and be aware of information, interact with wider and more diverse communities, and learn about the role of language in their own lives, as well as in their own and other cultures. II. GUIDING PRINCIPLES The
K-12 Language Arts and Multiliteracies curriculum is based on the following principles of acquiring, learning, teaching and evaluating the language. All languages are interconnected and interdependent. The First Language Institution (L1) strengthens and supports the learning of other languages (L2). Acquiring skill sets and implicit
metallic knowledge in one language (general basic knowledge or CUP) provides the basis for the development of both the first language (L1) and the second language (L2)2. It follows that any CUP extension that occurs in one language will have a beneficial effect on another language (s). This principle explains why it is easier and easier
to learn additional languages. Acquiring language and learning is an active process that begins at birth and continues throughout life. It is continuous and and lifelong students. Students enhance their language skills using what they know in new and more complex contexts and with increasing sophistication (spiral progression). They
reflect and use previous knowledge to expand and improve their language and understanding. By studying and incorporating new language structures into their repertoire and using them in different contexts, students develop language fluency and knowledge. Positive experience in language-rich environments allows students to leave
school with a desire to continue to expand their knowledge, skills and interests. 1 1998. The framework of the curriculum in English. Australia 2 Cummins, J. 1991. Acquisition of English as a second language in Spangenberg-Urbshat. K and Pritchard, R. (eds.) Reading Instruction for ESL Delaware Students: International Reading
Association 3. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Handbook December 2013 Page 4 of 171 Training requires meaning3 . We learn when we use what we know to understand what's new. Start with what students know; use this to introduce new concepts. They use the language to learn new
experiences and knowledge in connection with their previous knowledge, experience and beliefs. They establish connections, anticipate opportunities, reflect on ideas, and set course of action. Students learn about the language and how to use it effectively by interacting with and learning texts. The term text refers to any form of writing
(reading and writing), oral (listening and speaking) and visual communication involving language4. The texts by which students learn about the language are varied and varied, from short conversations to long and complex forms of writing. Learning specific texts is a means by which students achieve the desired results of language, not an
end in itself. Students learn to create their own texts and interact with texts prepared by others. Successful language learning includes watching, listening, speaking, reading and writing activities.5 Language learning should include a variety of strategies and activities that help students focus on both MEANING and ACCURACY. Language
learning includes recognition, acceptance, evaluation and based on existing language competencies of students, including the use of non-standard language forms, and expanding the range of languages available to students. Through language learning, students develop functional and critical literacy skills. They learn to control and
understand the conventions of the target language, which are valued and rewarded by society, and to reflect and critically analyze their own use of other people's language and language. An effective language program on art and multigrams satisfies the following principles.6 1. Thinking and language through interactive interactive 2.
Develops communicative competence and critical literacy; 3. Relies on literature to develop students' understanding of their literary heritage; Rely on information texts and multimedia to create academic vocabulary and strong content knowledge; 5. Develops the oral language and literacy of students through appropriate and complex
learning; Special attention is paid to the writing of arguments, explanatory/information texts and stories; 7. Provides clear reading and writing skills training; Based on the language, experience, knowledge and interests that students bring to school; 9. Educates students of their common position in using language/s to communicate as
current or future citizens of the world in order to prepare them for participation in school and civic life, as well; 10. evaluates and reflects the students' ability to interpret and/or communicate in the target language7. 3 Malone, Susan. 2006. Guide to MTB-MLE (Community-based Program). 4 Anderson and Anderson. 2003. Types of texts in
English 1. Malaysia: Macmillan 5 Malone, Susan. 2006. Guide to MTB-MLE (Community-based Program). 6 2011.Guidelines for English Language Arts and Literacy Programs in Massachusetts 7 2004. Learning a second language. Standard training and qualification level. Carolina Public Schools. State Board of Education. Department of
Learning. 4. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 5 of 171 III. NEEDS OF THE LEARNERS : THE CONTEXT Generation, born after 1994 to 2004, is called Generation C. This is the first generation born with full technology. They were born with PCs, mobile phones, gaming
devices, MP3 players and the ubiquitous Internet. They don't know life without technology. Thus, they are often referred to as digital natives and are very comfortable with technology. They can email, text and use computers without any problems. In addition, members of the generation can understand and master advances in technology.
Unfortunately, this dependence on technology and gadgets has a negative impact on members. They would rather stay indoors and use their electronics than play outdoors and be active. They lead a sedentary lifestyle, which can lead to health problems at the end. For them, social media platforms are a way to communicate with the
outside world. They are not worried about privacy and are willing to share intimate details about themselves with complete strangers. They have virtual friends, and for them to hang out with friends means talking to them on cell phones, emails and text messages. However, at the same time, this generation is considered creative and
collaborative and will have a significant impact on what companies work when they join the workforce. Members of The Generation th are good at multi-back. They're Them text, read, watch, talk and even eat at the same time. However, it has also led to a decrease in attention span, leading to what psychologists call acquired attention
deficit disorder. This generation is unable to analyze complex data and information because they cannot focus for very long. While we don't know much about Gen and yet... we know a lot about the environment in which they grow. This highly diverse environment will make the next generation primary schools the most diverse in history.
Higher levels of technology will make significant inroads in academics allowing for customized instruction, analysis of student history data to allow diagnosis and remediation or accelerating achievement opportunities. Gen and kids will grow up with a very sophisticated media environment and computers and will be more Internet savvy
and expert than their Gen Y predecessors. 5. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 6 of 171 IV. KNOW The ultimate goal of the language arts and multiliteracies curriculum is to produce graduates who apply language conventions, principles, strategies and skills in (1)
interacting with others, (2) understanding and exploring other areas of content, and (3) resenting themselves in any field of effort they may participate in. Communicative communicative competence is a synthesis of knowledge of basic grammatical principles, knowledge of how language is used in social settings to perform communicative
functions, and how knowledge of speech and communicative functions can be combined in accordance with the principles of discourse.8 Communication competence is classified as the following competencies. 1. Grammatic/Linguistic Competence means the acquisition of phonological rules, morphological words, syntax rules, semantic
rules and lexical elements. 2. Sociolinguistic competence refers to the pragmatic aspect of various speech acts, namely cultural values, norms and other socio-cultural conventions in a social context. This is the context and subject of discourse, the social status of the participant, gender, age and other factors that influence the styles and
registers of speech. Since different situations require different types of expressions, as well as different beliefs, attitudes, values and attitudes, the development of sociolinguistic competence is essential for communicative social action. The competence of discourse is the knowledge of rules concerning cohesion (grammatical relations)
and coherence (appropriate combination of communicative actions) of different types of discourse (oral and written). Sociolinguistic rules of use and rules of discourse are crucial to interpreting statements about social especially in cases where the literal meaning of the statement did not lead to the speaker's easy intention. 4. Strategic
competence is to do with knowledge verbal and non-verbal strategies to compensate for disintegration, such as self-retrecing and at the same time improving communication efficiency, such as recognizing the structure of discourse, activating background knowledge, contextual guessing and tolerable uncertainty. 2. Multi-liteeria
multifaceted (multi-literate practices) recognize that there are many types of literacy in our society. These include traditional methods of literacy using texts, as well as new methods of literacy using texts of popular culture, such as films. Social literacy encompasses the way we communicate and share meaning in our society, while
professional literacy is linked to the concept of literacy for schools in the workplace. 8 Canal, M. and M. Swain. The theoretical basis of communicative approaches to teaching and testing a second language. Applied Linguistics 6. K up to 12 BASIC EDUCATION CURRICULUM K to 12 Guide to the English Curriculum December 2013
Page 7 of 171 Curriculum is designed to help students acquire highly developed literacy skills that allow them to understand that English is the most widely used means of communication in trade and the arts, sciences, mathematics and the world economy. In addition, the curriculum is designed to help students understand that English is
a dynamic social process that responds and reflects changing social conditions, and that English is inextricably linked to values, beliefs and ways of thinking about ourselves and the world in which we live. Through multi-literate literacy skills, students will be able to appreciate and be sensitive to socio-cultural diversity and understand that
the meaning of any form of communication depends on context, purpose and audience. The world is now in a age of knowledge, with the challenge of education being to prepare students for the challenges of a changing world. Students at this age must be prepared to compete in the global economy, understand and manage complex
communication and information systems, and apply higher-level thinking skills to decision-making and problem-solving. The LAMC program meets these needs. This is the rationale for why native language, Filipino and English follow a unified basis that makes it easy to move from acquiring and learning one language to another. The
curriculum has five (5) components. Each component is essential to students' ability to communicate effectively in a language that leads them to achieve communication competence and versatility in their native language, Filipino and English. The diagram on page 2 shows that the heart and core of LAMC makes sense through language
and aims to develop graduates who are communicatively competent and Component 1 illustrates the learning processes that will hang on to the acquisition and learning of the language. This explains how language is language and therefore serves as guidelines for teaching the language. Component 2 describes areas of knowledge and
skills that are essential for effective use of language (understanding cultures, understanding of language, processes and strategies) that will be developed through language skills (macro skills). Component 3 shows the interdependence and interconnectedness of macro-language skills (listening, talking and viewing; reading, viewing and
replying; writing and presenting) and developing thinking skills (critical thinking, creative thinking, and meta-knowledge) that allow students to make sense through language. Component 4 explains a holistic assessment of the language arts and literacy curriculum, which provides feedback on its effectiveness for students, teachers, school
administrators, and curriculum developers. CONCEPT FRAMEWORK 7. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 8 171 To effectively acquire language and learning to take place, language teachers must be guided by six (6) principles of language teaching. These principles
explain the natural process of language development. 1. Spiral progression skills, grammatical elements, structures and different types of texts will be taught, reviewed and re-examined to an increasing degree of complexity and complexity. This will allow students to go from basic levels to higher levels of language use. 2. Interaction
Learning language will be located in the context of communication (oral and written). Activities that simulate the real-world situations of different language requirements (targets, topics, and audiences) will be used to help students interact with others, thereby improving their socialization skills. 3. Integration of language learning - receptive
skills, production skills, grammar and vocabulary - will be taught comprehensively, along with appropriate print and non-print resources, to provide different perspectives and meaningful connections. Integration can come in different types both indirectly and explicitly (skills, content, theme, theme and integration of values). Pupils focused
on pupils are at the centre of the learning process. Teaching will be differentiated according to the needs, abilities and interests of students. Effective pedagogy will be used to attract them and strengthen their language development. 5. Contextualization tasks and activities will be designed to ensure that students acquire language in
genuine and meaningful contexts of use. For example, lessons will be scheduled around learning outcomes, topics, or text types to help students use related language skills, grammatical elements/structures, and vocabulary manner in colloquial and written language in accordance with purpose, audience, context and culture. Learning
points be reinforced through clear learning and related follow-up practices. 6. Building Value is the heart of language learning and use. Training assignments and activities will be designed for students in such a way that they have time to reflect on ideas and information and respond to them. Students will be provided with sufficient forests
to reach their full cognitive, affective and psychomotor potentials and become independent students who are good consumers and builders of meaning. COMPONENT 1: Language Learning Process 8. K up to 12 BASIC EDUCATION CURRICULUM K to 12 Guide to english curriculum December 2013 Page 9 of 171 there are three main
applications of macro language skills (Understanding Cultures; Understanding Language; and Processes and Strategies). They are described as areas of knowledge and skills that are essential for effective use of language demonstrated through language macro skills. 1. UNDERSTANDING CULTURES. Learning the language through
text types and literary evaluation exposes students to different cultures around the world, including their culture. Students develop sociolinguistic and sociocultural understanding and apply them to the use of language (native language, Filipino and English). Sociolinguistic understanding refers to the proper use of language. This document
defines as taking into account the social significance of linguistic forms and the linguistic consequences of social facts. Language is a complex social practice that reflects and strengthens the overall understanding of relevant actions, values, beliefs and attitudes within the community. These common understandings determine not only
what is transmitted and when and how it is transmitted, but also who communicates. They collectively represent sociolinguistic features of language. Sociocultural understanding means knowing the language of speaking communities. This means taking into account non-linguistic features in society. Students extend their terms of
reference beyond their own social and cultural experiences. They gain insight into the different values and belief systems and recognize the cultural contexts that underpin them. They make sense in the social structure of the target language community. They understand that the natural and physical environment, as well as the social,
economic, historical and political environment, influence language groups and their cultural traditions. 2. UNDERSTANDING THE LANGUAGE. Students use their knowledge of the language system to help them make sense and make sense. They come to recognize the patterns and language rules that arise as they interact with a
multitude of texts (literary and informational) to make sense. They apply this knowledge and understanding to their own colloquial, written and visual texts. Differences in language systems are expressed in different ways: for example, in grammatical differentiation, variations in the order of the word, choice of words or general stylistic
variations of texts. By comparing the language system with those of other languages, students understand that each language is different, but has identifiable patterns within their own system. PROCESS AND STRATEGY. Students choose from a repertoire of processes and strategies, reflecting on their understanding of how language
works for different purposes in different contexts. They think about how they use language and apply different language strategies, depending on their purpose, context, and audience. They use language as a way to fight new ideas, solve difficulties, or solve problems. They use strategies such as brainstorming and discussion as a way to
develop ideas. They experiment, take risks and make approaches to language as a way to develop their language skills. They explain what they need to know when searching for information for specific purposes. They use keyword search and understanding of informational texts conventions such as content tables, headlines, indices,
forewords, and glossaries as an auxiliary in the search for information. They evaluate the usefulness of the information for specific purposes. They treat COMPONENT 2: Effective use of language 9. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December 2013 Page 10 of 171 information and ideas are
critical and evaluate the information in terms of its reliability and currency. They take notes and graphic representations of information and combine information from different sources into an agreed whole by summing up, comparing and synthesis. Students reflect on ethical considerations when using ideas and information. They recognize
the importance of attributing sources of ideas and information, as well as presenting or presenting ideas and information in a way that does not mislead them. They use quotes and sources of conventions appropriately. They take into account the possible consequences and responses to the presentation of ideas and information.
Language is the main tool in communication (oral and written), the heart of which is the exchange of meaning. Learning a language should focus on guiding students to make sense through language for a variety of purposes on a range of issues and with different audiences. Students should be able to adapt to different situations where
communication needs vary greatly. Skills, grammar subjects, structures and different types of texts will be taught and reviewed at an ever-increasing level of complexity and complexity. This design allows students to progress from fundamental levels to higher levels of language use. Language The curriculum (LAMC) consists of five (5)
intricate intertwined and integrated subteg (listening, talking, reading, writing, and viewing) that serve as building blocks for understanding and creating meaning and for effective communication between curricula (Matrix 1). COMPONENT 3: Creating meaning through language 10. K to 12 BASIC EDUCATION CURRICULUM K to 12
English Teaching Guide December 2013 Page 11 of 171 Revised Curriculum rehohosts integrated language arts curriculum in accordance with the content standards to be met by all students at the end of basic education. This does not contradict the proposed 5 Subs curriculum on the language arts and multi-literacy (LAMC), but it will
specify the areas that children should study and that teachers should teach in more detail. Below is a matrix that represents the spread and alignment of language and literate areas with 5 subs. Aligning language and literate domains with 5 subs Integrated language domains listening SPEAKING READING READING READING 1. Oral
language √ √ 2. Phonological awareness √ 3. Book and Printing knowledge √ 4. Alphabet Knowledge √ √ √ √ √ 5. Acoustics and word recognition √ √ √ 6. The fluency √ √ 7. Spelling √ √ 8. Letter and composition √ √ √ √ 9. Grammatical awareness and structure √ √ √ √ 10. The √ √ √ √ √ 11. Reading Understanding 11.1 Scheme and
Previous Knowledge 11.2 Strategy 11.3 narrative text 11.4 information text √ √ √ 12. Listening to Understanding √ √ 13. Attitudes to language, literacy and literature √ √ √ √ √ 14. The research strategy √ √ √ √ √ 11. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Handbook December 2013 Page 12 of 171 Funnel
Domains via K-12 Basic Education Integrated Language Arts Learning Domains K-3 34-6 7-10 11-12 Oral Language Phonological Awareness Book and Printed Knowledge Alphabet Knowledge Acoustics and Word Recognition Spelling Writing and the composition of Grammar Awareness and Structure Vocabulary Development Reading
Understanding Understanding Attitude to Language , Literacy and Literature Research Strategy View 12. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Handbook December 2013 Page 13 of 171 Consistency with the goals of the Basic Education Program 1. The K-12 Language Curriculum ensures that
learning processes and products actively contribute to the goals of the basic education program. 2. Competences spiraled throughout the curriculum and year levels. Top-level courses will focus on writing, understanding and learning strategies. Content includes printed and electronic texts that are appropriate for age, context and culture.
Evaluation is an important aspect of learning and teaching. It's got to be is used to support the holistic development of our students. Our assessment practice should go beyond summation assessment and move to a more holistic approach. A holistic assessment refers to the continuous collection of information on the various aspects of
the child from a variety of sources in order to provide quality and quantitative feedback to support and guide the development of the child. A holistic assessment informs our teachers about their teaching practices and guides them in developing and delivering student learning. It will also allow parents to support the development and growth
of their children. Score 1. Proximity to the actual use of language and performance evaluation procedures should be based on actions that have a genuine communicative function, rather than on those that have little or no internal communicative value. These actions are based on actual performance in genuine situations that a student is
likely to encounter in their daily lives. A holistic view of language evaluation procedures is based on the fact that the relationship between different aspects of language, such as phonology, grammar and vocabulary, cannot be ignored. In addition, the four skills of language learning, speaking, reading, and writing are seen as part of a
structurally integrated whole. Assessment approaches should be used for communication and self-expression. The assessment also takes into account the entire student and their social, academic and physical context. COMPONENT 4: A holistic score of 13. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide
December 2013 Page 14 of 171 3. An integrative view of learning assessment attempts to capture the student's overall set of skills and abilities. It measures language proficiency in the context of a particular subject. Evaluation procedures are based on the idea that different aspects of a student's life, both academic and personal, are an
integral part of the development of language proficiency and cannot be ignored. These aspects include not only processes such as the acquisition and integration of knowledge, the expansion and improvement of knowledge, and the effective use of knowledge, but also issues such as the different attitudes of students to learning. 4.
Developmental evaluation procedures set expectations consistent with the student's cognitive, social and academic development. This characteristic of evaluation makes it particularly valuable for second language learners who are from different cultures and who may have atypical educational experiences. 5. Multiple assessment of
references involves obtaining information about students from multiple sources and through various means. For students, the assessment should allow them to see their own achievements in terms that they understand and therefore responsibility for their training. The assessment should allow parents to participate in the educational
process and offers them a clear idea of what their children are doing in school. For teachers, the main advantage of the assessment is that it provides data on their students and their classrooms for education decision-making. In addition, it reports on the success of the curriculum and provides teachers with a basis for organizing student
work. 14. K to 12 BASIC EDUCATION CURRICULUM K to 12 Guide to the Curriculum in English December 2013 Page 15 of 171 Definitions of Content Standards for the Integrated Language Arts Curriculum for the K program to 12 Basic Education Department Of Education Standards Performance Standards at the end of Grade 3 Oral
languages in English have sufficient capacity in English, to understand conversational discourse and talk and interact with others about personal experiences and text listened to or read phonological skills Be able to demonstrate phonological awareness at the levels of the syllable and phonemes of the Book and Printed Knowledge To
demonstrate and use concepts of print such as the direction, interval, punctuation and configuration of Alphabet Knowledge Recognize, name and sound from all the upper and lower letters of the case of the alphabet. Phonic and Word Recognition Use vision recognition or phonic analysis to read and understand words in English that
contain complex combinations of letters, affixes and abbreviations Fluency Read aloud class level texts easily and accurately, without hesitation and with proper spelling expression spelling words with two or more syllables using the phonical, Semantic and Morphemical Knowledge Writing / Composition Express Your Ideas effectively in
formal and informal compositions to fulfill their own goals for handwriting Write legislatiously in manuscript or handwritten writing and write correctly - Communicate effectively, in oral and written forms, using the correct grammatical structure of English Vocabulary Acquire, study, and use English vocabulary words appropriately in
appropriate context Conceptually related to the text and set the goal to read The Strategy of Understanding Be Self-Aware as they discuss and analyze the text to create new meanings and modify the old knowledge Understanding of the literary text Reply to the literary text through appreciation of literary devices and understanding the
history of grammar Understanding the information text Find information from descriptive texts and use this information to discuss or write the attitude to demonstrate a love of reading stories and in performing literacy-related activities/task viewing demonstrate critical critical and the interpretation of visual media research strategies to
organize, process and effectively use information 15. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 16 of 171 KEY STAGE STANDARD GRADE GRADE 12 - Students should be able to integrate communication and language skills to create meaning using oral and written texts,
different genres and discursive contexts for personal and professional purposes. GRADE 10 - Students should be able to interpret, evaluate and present information within and between texts and discourses in the field of learning. GRADE 6 - Students should be able to build meanings and communicate with them through creative,
appropriate and grammatical oral and written language. GRADE 3 - Students should be able to demonstrate a desire to learn and experience oral and written texts and effectively communicate meanings and feelings. 16. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December 2013 Page 103 of 171
GRADE 7 FIRST GRADE PROGRAMOR THE STANDARD Student demonstrates communicative competence through his/her understanding of literature and other types of texts for a deeper assessment of Philippine culture and other countries. GRADE LEVEL STANDARD Learner demonstrates communicative competence through his
understanding of Philippine literature and other types of texts to better assess Philippine culture. CONTENT STANDARD Student demonstrates understanding: pre-colonial Philippine literature as a means of connecting to the past; Different reading styles How to determine the meaning of a word Sounds of English and pro-zodic language
features; and a proper subject matter agreement. PERFORMANCE STANDARD Student passes the training on: showing appreciation for the literature of the past; Understanding texts using appropriate reading styles Participation in conversations using appropriate context-dependent expressions; Proper production of English sounds and
effective use of prozodic speech features in different situations; and adherence to the correct consent of subject verbs. Week RC Reading Understanding LC Listening Understanding VC Viewing V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness 1 EN7RC-I-A-7:
Use appropriate reading style (scanning, skimming, reading speed, intense reading, etc.) for its purpose EN7SS-I-A-1.5.2: Scan for specific information EN7LC-I-A-5: projection, step, stress, intonation, moment, and speed of speech, which serve as carriers of meaning EN7LC-I-A-5.1: Listen to important moments, signal by volume,
projection, pitch, stress, intonation, moment, and speech speed EN7LC-I-A-5.2: Notice the changes in volume, step, stress, intonation, moment, and speed of speech that affect the meaning of meaning Используйте структурный анализ для определения значения незнакомых слов или выражений из материала, рассматриваемого
EN7V-I-A-22: Различие между сленгом и разговорными выражениями в разговорах EN7V-I-a-22.1: Различать особенности разговорного языка (наполнители, сокращения и т.д.) и сленг EN7LT-I-A-1: Откройте для себя литературу как средство подключения к значительному прошлому EN7LT-I-A-2: Опишите различные
литературные жанры в доколониальный период EN7LT-I-A-2.1: Определите отличительные черты пословиц, мифы и легенды EN7WC-I-A-4: Различие между устным и письменным использованием языка EN7WC-I-A-4.1: Признать общие цели для написания EN7F-I-A-3.11: Наблюдать правильное производство
гласных и согласных звуков, дифтонги, смеси, скользит и т.д. EN7F-I-a-3.11.1: Читайте слова фразы, предложения, предложения и абзацы, используя правильное производство гласных и согласных звуков, дифтонгов, смесей и скользит EN7G-I-A-11: Соблюдайте правильное предметно-глагольное соглашение 17. K to
12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 104 of 171 Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness 2
EN7SS-I-b-1.5.1: Skim for major ideas using headings as guide EN7LC-I-b-5.1: Listen for important points signalled by volume, projection, pitch, stress, intonation, juncture, and rate of speech EN7LC-I-b-5.2: Note the changes in volume, projection, pitch, stress, intonation, juncture, and rate of speech that affect meaning EN7VC-I-b-8:
Use structural analysis to determine the meaning of unfamiliar words or expressions from the material viewed EN7V-I-b-22.1: Distinguish features of colloquial language (fillers, contractions, etc.) and slang EN7LT-I-b-1: Discover literature as a means of connecting to a significant past EN7LT-I-b-2.2 : Объясните, как элементы,
характерные для жанра, вносят свой вклад в тему конкретного литературного отбора EN7WC-I-b-4.2: Дифференцируйте литературное письмо от академического письма EN7OL-I-b1.14: Используйте соответствующие прозодические особенности речи, такие как шаг, стресс, момент, интонация, объем и проекция и
скорость/ скорость речи в различных ситуациях устной коммуникации EN7OL-I-b- 1.14.2: Наблюдайте правильные уровни шага (высокий, средний, низкий) при чтении строк поэзии, выборочных предложений и абзацев EN7G-I-b-11: Соблюдайте правильное предметно-глагольное соглашение 3 EN7RC-I-c-7.1: Читайте
интенсивно, чтобы найти ответы на конкретные вопросы EN7LC-I-C-5.1: Слушайте важные моменты, сигнальные по объему, проекции, шагу, шагу стресс, интонация, момент, и скорость речи EN7LC-I-C-5.2: Обратите внимание на изменения в объеме, проекции, шаг, стресс, интонация, момент, и скорость речи,
которые влияют на смысл EN7VC-I-C-3.1.3: Дайте значение данного and symbols (road signs, prohibited signs, signs, EN7V-I-c-10.2: Use appropriate idiotic expressions in various basic interpersonal communicative situations EN7LT-I-c-1: Discover literature as a means of connecting to the significant past EN7LT-I-c-2 .2.1: Express-
assessment of sensory images, used EN7WC-I-c-4.2: Differentiate literary letter from academic letter EN7OL-I-c- 1.14.2: Follow the correct step levels (high, medium, low) reading lines of poetry, sample sentences and paragraphs EN7G-I-c-11: Follow the correct subject-verb agreement 4 EN7RC-I-d-7.1 : Read carefully to find answers to
specific questions EN7LC-I-d-5.1: Listen to important moments, signal by volume, projection, EN7VC-I-d-6: Identify the genre of the material in question (e.g., EN7V-I-d-10.2: Use appropriate idiotic expressions in EN7LT-I-d-1: Discover literature as a means of EN7WC-I-d-4.3: Identify the main features and types EN7OL-I-d- 1.14.3: Use
the right stress (correct stress, proper stress EN7G-I-d-11: Follow the correct subject-verb agreement 18. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Handbook December 2013 Page 105 171 Week RC Understanding LC Understanding V Vocabulary View Understanding V Vocabulary Development LT
Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness Step, Stress, Intonation, Moment, and Speech Speed EN7LC-I-D-5.2: Notice the changes in the volume, the stress, the stress, the point , and the speed of speech that affect the meaning of the movie clip, trailer, news flashes, internet
programs, documentary, video, etc.) a variety of major interpersonal communicative situations associated with a significant past. EN7LT-I-d-2.2.2: Explain the literary devices used by secondary, tertiary and weak) when reading passages 5 EN7RC-I-E-2.15: Use non-linear visual effects as complex tools in the contents of EN7SS-I-e-1.
EN7LC-I-e-5.1: Listen to important points, signal by volume, projection, step, stress, intonation, moment, and speech speed EN7LC-I-E-5.2: Note changes in volume , projection, step, stress, intonation, moment, and speed of speech that affect the meaning of EN7VC-I-E-6: Identify the genre of material is considered (e.g. movie clip,
trailer, news flash, internet program, documentary, video, etc.) EN7V-I-e-22.2: Choose an appropriate colloquial or idiotic word or expression as a substitute for another word or expression EN7LT-I-e-1: Discover literature as a means of connecting to the significant past EN7LT-I-e-2.2.2: Explain the literary devices used by EN7WC-I-e-4.3:
Identify the basic features and EN7WC-I-e- 2.8.1: Recognize parts of a simple paragraph EN7OL-I-e- 1.14.3: Use the correct stress (primary, secondary, tertiary and weak) when reading en7G-I-e-11 passages: Follow the correct subject-verb agreement 6 6 6 6 Transcode orally and in writing information presented in diagrams, diagrams,
table, graphs, etc. EN7LC-I-F-5.1: Listen to important moments, signaled by volume, projection, step, stress, intonation, moment and speed of speech EN7LC-I-f-5.2: Pay attention to changes in volume, projection, step, stress, EN7VC-I-f-9: Organize information from the material under consideration EN7V-I-f-22.2: Choose appropriate
colloquial or idiotic word or expression as a substitute for another word or expression EN7LT-F-1 : Discover literature as a means of connecting to the significant past of EN7LT-I-F-2.2.3. : Identify the tone, mood, technique and purpose of the author of EN7WC-I-F-2.8.1: Recognize parts of a simple paragraph EN7OL-I-f- 1.14.4: Use the
upward intonation of the pattern with Yes-No and tag questions; growing intonation with questions seeking information, variant questions EN7G-I-F-11: Follow the correct subject agreement 19. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December 2013 Page 106 171 Week RC Understanding LC
Understanding VC View Understanding V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness Intonation, Moment, and Speech Speed that affect meaning and with statements 7 EN7SS-I-G-1.2: Give meaning and symbols Prohibited signs, etc.) EN7LC-I-g-5.1: Listen
to important moments, signal by volume, projection, step, stress, intonation, moment and speed of speech EN7LC-I-g-5.2: Pay attention to changes in volume, projection, step, stress, intonation, moment, and speed of speech that affect the meaning of EN7VC-I-G-9: Organize information from the material under consideration EN7V-I-g-
22.3: Explain the prevalence of colloquial and idiotic expressions in oral communication EN7LT-I-g-1: Discover literature as a means of connecting to the significant past EN7-I-2.3 : Draw similarities and differences featured choice in relation to the theme en7WC-I-g-4.4: A sequence of steps in writing a simple paragraph EN7OL-I-G-
1.14.4: Use the growth of the intonation pattern with yes-no and tag questions; growing intonation with information-seeking questions, variant issues and statements EN7G-I-g-11: Follow the correct subject agreement 8 EN7SS-I-h-1.2: Give the value of these signs and symbols (road signs, prohibited signs, etc.) EN7LC-I-h-5.1: Listen to
important moments, signal in volume, projection, step, stress, intonation, moment and speed of speech EN7LC-I-h-5.2: Notice changes in volume, projection, step, stress, intonation, moment, and speed of speech that affect the meaning of EN7VC-I-H-10: Determine the veracity and accuracy of the material considered en7V-I-H-22.3:
Explain the preponderance of colloquial and idiotic expressions in oral communication EN7LT-I-h-1: Discover literature as a means of literature as a means of significant past EN7LT-I-h-2.3: Draw similarities and differences of featured choices in relation to the theme en7WC-I-H-2.2: Retell a chosen myth or legend in a series of simple
paragraphs EN7OL-I-h - 1.14.5: Observe and use the correct moment/formulation and speed of speech when reading samples (prose or poetry) EN7G-I-h-11: Follow the correct subject-verb agreement 20. K до 12 BASIC EDUCATION CURRICULUM K до 12 Английский Учебное руководство декабря 2013 Страница 107 171 Неделя
RC Чтение Понимание LC Прослушивание Понимание VC Просмотр Понимание V Vocabulary Развития LT Литература WC Написание и композиция F Устный язык и беглость G Грамматика Осведомленность 9 EN7RC-I-I-14: Следуйте указаниям с помощью карты EN7LC-I-I-5.1: Слушайте важные моменты сигнала по
объему, проекция, шаг, стресс, интонация, момент, и скорость речи EN7LC-I-i-5.2: Обратите внимание на изменения в объеме, проекция, шаг, стресс, интонация, момент и скорость речи, которые влияют на смысл EN7VC-I-i-10: Определите правдивость и точность материала, рассматриваемого EN7V-I-i-22.3:
Объясните преобладание разговорных и идиотических выражений в устной коммуникации EN7LT-I-i-1: Откройте для себя литературу как средство подключения к значительному прошлому EN7LT-I-i-3 : Объясните, как на выбор может влиять культура , history, environment or other factors EN7WC-I-i-2.2: Retell the chosen
myth or legend in a series of simple paragraphs EN7OL-I-i- 1.14.5: Observe and use the correct moment/formulation and speed of speech when reading fragments of sample (prose or) EN7G-I-i-11: Follow the correct agreement on the subject 10. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December
2013 Page 108 of 171 SECOND QUARTER PROGRAM PROGRAM Student demonstrates communicative competence through his/her understanding of literature and other types of texts for a deeper assessment of Philippine culture and other countries. GRADE LEVEL STANDARD Learner demonstrates communicative competence
through his understanding of Philippine literature and other types of texts to better assess Philippine culture. CONTENT CONTENT STANDARD Student demonstrates understanding: Philippine literature during apprenticeships as a means of studying conflict; Various targeted listening and viewing strategies The difference between literal
and figurative language; Ways to extract and condense information based on library sources; verbal and non-verbal signals in oral communication; and the types of phrases, reservations and sentences. PERFORMANCE STANDARD Student transmits learning through: resolution of conflicts represented in literary selections; The use of
tools and mechanisms when searching for library resources; Extracting information and closing details from texts to write a precision, resume or paraphrase; Distinguishing between use and figurative figurative verbal and non-verbal cues; use phrases, provisions and sentences in a meaningful and appropriate manner. Week RC Reading
Understanding LC Listening Understanding VC View Development v Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness 1 EN7SS-II-A-1: Use appropriate mechanisms/tools in the library to search resources EN7SS-II-A- 1.5.3: Use a catalog of maps, online public
access catalog or e-search engine to search for specific resources EN7LC-II-a-6: Use goal-based listening strategies, familiarity with the topic and difficulty levels of short texts listened to EN7LC-II-A-6.1: Extracting information from text listened to EN7VC-II-A-1/2: Note details, consistency, and the relationship of ideas and events en7V-II-
A-10.1: Discrimination between literal and figurative language EN7V-II-a- 10.1.1: Classify figurative texts in direct or the figurative image of EN7LT-II-A-4: Discover the conflicts represented in literary selections and the need to resolve these conflicts in non-violent ways EN7LT-II-a-4.1 : Identify the distinctive features of literature during the
EN7WC-II-a-5 apprenticeship: Extract information from the text with a summary, precis, and to paraphrase EN7OL-II-a-4: Use verbal and nonverbal cues in conversations, dialogues and interviews EN7OL-II-a-4.1: Use appropriate verbal and nonverbal cues to develop, maintain and stop conversations and conversations EN7G-II-a-1: Use
phrases Position and Suggestions Appropriately and Meaningfully 2 EN7SS-II-B- 1.5.3: Use a map catalog, online public access catalog or electronic search EN7LC-II-b-3.3: Recognize the basic/key ideas of EN7VC-II-b-1/2: Note details of the sequence and relationship of ideas and events en7V-II-b-1.1.1.2 1: Classify text samples in
literal or figurative figurative image EN7LT-II-b-4: Discover the conflicts presented in literary selections and the need to address these EN7WC-II-b-5: Extract information from the text using summary, precis, and paraphrase EN7OL-II-b-4.1: Use appropriate verbal and non-verbal signals when developing , maintenance and EN7G-II-b-1:
Use phrases, provisions and sentences appropriately and meaningfully 22. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Handbook December 2013 Page 109 171 Week RC Reading LC Listening Understanding VC Viewing Understanding V Vocabulary Development LT Literature WC Writing and
Composition F Oral Language and Fluency G Grammar Awareness Engine, to find specific resource conflicts in nonviolent ways EN7LT-II-0-4.2: Identify the hallmarks of poems and stories that end conversations and dialogues 3 EN7SS-II-c- 1.5.3: Use a catalog of maps, online access, or e-search engine to search for specific resources
EN7LC-II-c- 2.1/3.1: Pay attention to specific details/text elements by listening to EN7VC-II-c-11: Tell chronologically / Arrange ideas logically based on the material considered EN7V-II-C- 10.1.2: Identify speech figures, that show the comparison (simile metaphor, impersonation) EN7LT-II-c-4: Discover the conflicts represented in literary
selections and the need to resolve these conflicts in non-violent ways EN7LT-II-c-2.2: Explain how elements characteristic of the genre, contribute to the topic of specific literary choice EN7WC-II-c-5: Extract information from the text using summary, precis, and paraphrase EN7OL-II-c-2.7: Find the right turn, turnaround control strategies
and topics in conversations and dialogues EN7G-II c-1: Use phrases, positions and sentences appropriately and meaningfully 4 EN7SS-II-d- 1.3/1.4: Get information from different parts of the book and from general references in the library EN7LC-II-d- 2.1/3. 1: Notice the specific details/text elements listened to EN7VC-II-d-11 : Narrate
events in chronological order / Arrange ideas logically based on the material being considered. EN7V-II-d- 10.1.2: Identify speech figures, which show comparison (simic metaphor, impersonation) EN7LT-II-d-4: Discover the conflicts presented in literary selections and the need to resolve these conflicts in non-violent ways EN7LT-II-d-2.2:
Explain how elements characteristic of the genre contribute to the topic of particular literary selection EN7LT-II-D-2.1: Express appreciation. EN7WC-II-d-5.1: Identify the key ideas of EN7OL-II-d-2.7: Use the right strategies for turning, turning and controlling topics in CONVERSATIONs and dialogues EN7G-II-d-1: Use phrases, positions
and sentences appropriately and meaningfully 23. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December 2013 Page 110 171 Week RC Understanding LC Understanding VC View Understanding V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G
Grammar Awareness Sensory Images used 5 EN7SS-II-e-1.3/1. 4: Get information from different parts of the book and from general references in the library EN7LC-II-e-4: Recognize signals/signals to determine the order of ideas/ events EN7VC-II-e-11: Narrate events chronologically / Arrange ideas logically based on the material
considered EN7V-II-10.1.2: Determine speech figures, that show comparison (simile metaphor, personification) EN7LT-II-e-4: Discover conflicts, presented in literary selections, and the need to resolve these conflicts in non-violent ways EN7LT-II-0- 2.2.2 : Explain the literary devices used by EN7WC-II-e-5.1: Identify key ideas. EN7OL-II-
e-3.7: Use appropriate methods and strategies when asking questions and answering EN7G-II-e-1: Use phrases, positions and sentences appropriately and meaningfully 6 EN7SS-II-f- 1.3/1.4: information from different parts of the book and from general references in the EN7LC-II-f-2.13 library: Identify the tone and and speaker or
characters in the narration listened to EN7VC-II-F-1.3: Predict the essence of the material is considered based on the title, photos and excerpts from the material reviewed by EN7V-II-F-10.1.3: Determine the numbers of speech, which show the contrast (irony, oxymoron, paradox) EN7LT-II-F-4: Discover the conflicts presented in literary
selections and the need to resolve these conflicts in nonviolent ways EN7LT-II-F-2.2.3: Identify the tone, mood, technique, and purpose of the author of EN7WC-II-F-5.2: Identify the supporting details . EN7OL-II-f-3.7: Use appropriate methods and strategies when asking questions and asking EN7G-II-f-1 answers: Use phrases provisions,
and suggestions appropriately and meaningfully 7 EN7SS-II-g-2.1: Collect current information from newspapers and other print and unprintable media EN7LC-II-g- 2.8.3: Conclusion of the purpose of the text listened to EN7VC-II-g-1.3: Predict the essence of the material is considered based on the title, photo and excerpts of the material.
EN7V-II-g- 10.1.3: Identify speech figures that show contrast (irony, oxymoron, paradox) EN7LT-II-g-4: Discover the conflicts presented in literary selections, and the need to resolve these conflicts in non-violent ways EN7LT-II-g-2.3: Draw similarities and differences in the selection signs in EN7WC-II-g-5.2: Identify supporting details of
EN7OL-II-g- 2.6.2: Observe and use the appropriate gestures (manual body) that accompany the oral language EN7G-II-g-1: Use phrases, positions, and sentences appropriately and meaningfully 24. K до 12 BASIC EDUCATION CURRICULUM K до 12 Английский Учебное руководство Декабря 2013 Страница 111 171 Неделя RC
Чтение Понимание LC Прослушивание Понимание VC Просмотр Понимание V Vocabulary Развития LT Литература WC Дать и Композиция F Устный язык и беглость G Грамматика Осведомленность отношение к теме 8 EN7SS-II-h-2.1: Сбор текущей информации из газет и другие печатные и непечатные средства
массовой информации EN7LC-II-h-2.5: Сделайте прогнозы о содержании текстов, прослушиваемых EN7VC-II-h-12: Поднимите вопросы о материале, рассматриваемом EN7V-II-h- 10.1.3: Определите фигуры речи, которые показывают контраст (ирония, оксюморон, парадокс) EN7LT-II-h-4: Откройте для себя
конфликты, представленные в литературных отборах, и необходимость разрешения этих конфликтов ненасильственными способами EN7LT-II-h-3: Объясните, как выбор может зависеть от культуры , История, окружающая среда, или другие факторы EN7WC-II-h-5.3: Упростите идеи EN7OL-II-h-1.14: Используйте
правильный шаг , point, stress, volume and projection and speed/speed of speech in conversations and dialogues EN7G-II-h-1: Use phrases, positions and sentences appropriately and meaningfully 9 EN7SS-II-i-2.1: Collect current information from newspapers and other print and unprintable media EN7LC-II-i-6.2: Conclusions and
expressed in text listened to EN7VC-II-i-12: Raise questions about material viewed en7V-II-h- 10.1.3: Identify Identify speeches that show contrast (irony, oxymoron, paradox). EN7LT-II-i-4: Discover the conflicts represented in literary selections and the need to resolve these conflicts in non-violent ways EN7LT-II-0-3: Explain how the
choice may depend on culture, history, environment, or other factors EN7WC-II-i-5.3: Simplify the ideas of EN7OL-II-i-1.14: Use the right step, point, stress, volume and projection and speed/speed of speech in conversations and dialogues EN7G-II-i-1: Use phrases, sentences and positions appropriately and meaningfully 10 Climax task
25. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December 2013 Page 112 of 171 THIRD KUARTER PROGRAMOROR THE STANDARD Learner demonstrates communicative competence through his/her understanding of literature and other types of texts for a deeper assessment of Philippine
culture and other countries. GRADE LEVEL STANDARD Learner demonstrates communicative competence through his understanding of Philippine literature and other types of texts to better assess Philippine culture. CONTENT CONTENT STANDARD Student demonstrates understanding: Philippine literature at the time of appearance
as a tool to assert their identity; Strategies for listening and viewing informative and short narrative texts; The word attitude and association; Informative speech forms and the use of direct/reported speech, passive/active voice, a simple past and past ideal time, and sentence connectors. PERFORMANCE STANDARD Student passes
training: showing ways to assert his identity; Understanding informative and short narrative texts using diagrams and appropriate listening and viewing strategies; Expression of ideas, opinions and feelings through different formats; and enriching written and oral communication using direct/reported speech, active/passive voice, simple
past and past committed times and connectors properly and appropriately. Week RC Reading Understanding LC Listening Understanding VC Viewing V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness 1 EN7RC-III-A-8: Use Your Scheme, to better understand the
text en7RC-III-A-8.1: Use your diagram as the basis for hypotheses made about the text EN7LC-III-A-7: Use different listening strategies based on purpose, theme and difficulty levels of simple informative and short narrative texts EN7LC-III-a- 2.1/3.1: Note the specific details of the text, READ MORE EN7VC-III-a-13: Identify the key
message conveyed in the material viewed en7V-III-a- 13.11: The categorization of words or expressions according to the meaning of EN7V-III-a- 13.11.1: Identify the collocations used in the selection of EN7LT-III-a-a-5: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover
for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover the collocations used in the
selection of EN7LT-III-a-a-5: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself:
Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself: Discover for yourself as a tool for asserting one's unique identity and
understanding of other people EN7LT-III-a-5.1 : Identify distinctive distinctive identities литературы в период появления EN7WC-III-a- 2.2: Составьте простые повествовательные тексты EN7WC-III-a- 2.2.12: Определите особенности повествования написания EN7OL-III-a-1.3: Экспресс-идеи, мнения, чувства и эмоции во
время интервью, групповых/панельных дискуссий, форумов/fora, дебатов и т.д. EN7OL-III-a-5: Use the appropriate prosodic features of speech during interviews, discussions and forums EN7G-III-a-1: Link sentences using logical connectors that signal chronological and logical sequence and summation 2 EN7RC-III-b- 8.1: Use
one's schema as basis for conjectures EN7LC-III-b- 3.3/3.3.1: Recognize main points and supporting ideas in the text listened to EN7VC-III-b-13: Determine the key message conveyed in the material viewed EN7V-III-b- 13.11.1: Identify collocations used in a selection EN7LT-III-b-5: Discover literature as a tool to assert one's unique
identity and to better understand other people EN7WC-III-b- 2.1: Compose personal and factual recounts EN7OL-III-b-3 : Employ the appropriate oral language and stance in an interview, a panel discussion, in a EN7G-III-b-1: Link sentences using logical connectors that signal chronological and logical 26. K до 12 BASIC EDUCATION
CURRICULUM K до 12 Английский Учебное руководство Декабря 2013 Страница 113 171 Неделя RC Чтение Понимание LC Прослушивание Понимание VC Просмотр Понимание V Vocabulary Развития LT Литература WC Написание и композиция F Устный язык и fluency G Грамматика Осведомленность о тексте
EN7LT-III-b-5.2: Определить отличительные черты революционных песен, стихотворений, рассказов, рассказов, рассказов драма, и романы форума и в дискуссии последовательности и суммирования 3 EN7RC-III-C-8.2: Используйте вселенную текста, чтобы активировать свою схему EN7LC-III-c-6.2: Вывод мысли и
чувства, выраженные в тексте слушал EN7VC-III-C-13: Определить ключевое сообщение, переданное в материале рассматривается EN7V-III-c- 13.11.1: Определите коллокации, используемые в выборе EN7LT-III-c-5: Откройте для себя литературу как инструмент для утверждения своей уникальной идентичности и
лучшего понимания других людей EN7LT-III-c-2.2 : Объясните, как элементы, характерные для жанра , вносят свой вклад в тему конкретного литературного отбора EN7WC-III-c- 2.8.5: Составьте серию журнальных записей EN7OL-III-c-3: Имитуйте соответствующий устный язык и позицию в интервью, панельной
дискуссии, на форуме и в дебатах EN7G-III-c-2: Используйте пассивный и активный голос значимо в различных контекстах 4 EN7RC-III-d-8.2: Используйте вселенную текста для активации своей схемы EN7LC-III-d- 3.18: Определите порядок идей, о чем сигнализируют сигналы EN7VC-III-d-d-3.18: Определите порядок
идей, о чем сигнализируют сигналы EN7VC-III-d-d-3.18 13: Определите ключевое сообщение, переданное в материале, рассматриваемом EN7V-III-d-13.8: Определите слова или выражения с родственными (гипонимозными) отношениями в выборе Discover literature as a tool for asserting your unique identity and
understanding of others en7LT-III-d- 2.2.2. : : literary devices used by EN7WC-III-d- 2.2.13: Make an anecdote based on considerable personal experience. . EN7OL-III-d-3: And use appropriate oral language and positions in interviews, panel discussions, on the forum and in the debate EN7G-III-d-2: Use passive and active voice
meaningfully in various contexts 5 EN7RC-III-e-2.8: Make predictions about the text EN7LC-III-e-8 3.6: Follow the steps in the EN7VC-III-e-14: Take a stand on the material considered EN7V-III-e-13.8: Identify words or expressions with species genus (hypo EN7LT-III-e-5 : Discover literature as a tool for asserting its unique identity and
EN7WC-III-e- 2.2.13 : Make an anecdote based on the significant personal experience of EN7OL-III-e-3: Use the appropriate oral language and position in EN7G-III-e-3: Use direct and informed speech appropriately in different contexts 27. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December 2013
Page 114 171 Week RC Reading Understanding LC Listening Understanding VC View Understanding V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammatical Relationship Awareness in Choosing to Better Understand Other People EN7LT-III-E-2.2: Explain Literary Devices
used, on the forum and in the discussion 6 EN7RC-III-f-2.8 : Make predictions about the text EN7LC-III-f- 2.7: Sequence of series of events, mentioned in listening to EN7VC-III-F-14: Make a position on the material considered EN7V-III-f-13.8: Identify words or expressions with the kind of species (hyponymymical) relationships in the
choice of EN7LT-III-f-5: Discover literature as a tool for asserting your unique identity and better understand other people's EN7LT-III-f-2.3 : Identify the tone of the mood, technique, and the purpose of the author EN7WC-III-f- 2.2.14: Make a travelogue EN7OL-III-f- 3.4.1 : Express ideas and opinions based on the text listened to en7G-III-f-
1: Express ideas and opinions based on text listened to en7G-III-f-13: Use direct and reported speeches appropriately in various contexts 7 EN7RC-III-g-9: Identify the author's intentions for writing EN7RC-III-g-13: Identify the author's intentions for writing EN7RC-G-13 fantasies from reality in the text EN7 HL-III-g-7.1: Identify persons
speaking and addressed, and the speaker's position based on explicit statements made by EN7VC-III-g-14 : Speaking on the material is considered EN7V-III-g- 13.11.2: Identify words or expressions with partially all (partial) relationship EN7LT-III-g-5: Discover literature as a tool for asserting one's unique identity and better understanding
of other people EN7LT-III-g-2.3: Draw similarities and differences of recommended options in relation to the theme EN7WC-III-g- 2.2.14 : Make a travelogue EN7OL-III-g- 3.4.1: Express ideas and opinions, based on the text listened to EN7G-III-G-3: Use and informed speech appropriately in various contexts 8 EN7RC-III-h-2.13:
Distinguish fact from opinion, fantasy from reality in EN7LC-III-h-7.1: Identify the persons speaking and addressing and the speaker's position based on explicit statements made by EN7VC-III-h-14: To speak on the material, viewed EN7V-III-h- 13.11.2: Identify words or expressions with partially whole (partial) EN7LT-III-h-5 relationships:
Discover literature as a tool for asserting your unique identity and better understanding of other people EN7WC-III-h-2.2.15: Make a personal letter to a friend, Relative, and other people EN7OL-III-h- 1.3.1: Raise sensible, complex thoughts provoking questions in public forums/panel discussions, etc. EN7G-III-h-3: Make good use of the
past and past the ideal time in various contexts 28. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December 2013 Page 115 171 Week RC Reading Understanding LC Listening Understanding VC View Understanding V Vocabulary Development LT Literature WC Writing and Composition F Oral
Language and Fluency G Grammar Awareness EN7LT-III-H-3: Explain how choice can be influenced by culture, history, history, environment and other factors 9 EN7RC-III-I- 2.1.7: Responding to the author's statements in the text EN7LC-III-i-2.5: Formulate predictions about the content of the text EN7VC-III-I-14: To speak on the
material, viewed EN7V-III-i- 13.11.2: Identify words or expressions with a partial (partial) en7LT-III-i-5 connection: Discover literature as a tool for asserting its unique identity and better understand other people EN7LT-III-i-3: Explain how choice can be influenced by culture, history, environment, and other factors EN7WC-III-i- 2.2.15 :
Make a personal letter to a friend, relative and other people EN7OL-III-i- 1.3.1: Raise reasonable, complex thoughts provoking questions in public forums/panel discussions, etc. EN7G-III-i-3: Use the past and past perfect time correctly in different contexts of 10 Climax Task 29. K to 12 BASIC EDUCATION CURRICULUM K to 12 English
Instructional Guide December 2013 Page 116 of 171 FOURTH KUARTER PROGRAMOROR THE STANDARD Learner demonstrates communicative competence through his/her understanding of literature and other types of texts for a deeper assessment of Philippine culture and other countries. GRADE LEVEL STANDARD Learner
demonstrates communicative competence through his understanding of Philippine literature and other types of texts to better assess Philippine culture. CONTENT STANDARD Student demonstrates understanding: modern Philippine literature as a means of responding to the demands of a global village; Different extended types of text
Lexical and contextual signals; appropriate and polite oral language, position and behavior; and the use of imperatives, prepositions, verbs and wh-questions. PERFORMANCE STANDARD Student passes training: explaining the need and responsibility in today's global village; Using Using Strategies for understanding advanced types of
texts Using lexical and contextual clues to understand unfamiliar words and expressions; the use of imperatives, pretexts, and appropriate and polite oral expressions, positions and behaviours in different formats of information exchange. WEEK RC Reading Understanding LC Listening Understanding VC View Development v Vocabulary
Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness 1 EN7RC-IV-A-3.2: Classify Text Types (narrative, exposure, explanation, recount, persuasive) EN7LC-IV-A-8: The process of information mentioned in the text listened to EN7LC-IV-A-8.1: Determine the intentions of speakers
by focusing on their unique verbal and non-verbal signals EN7VC-IV-A-6.1 : Differentiate reality from fantasy based on the material, EN7RC-IV-a-12.3: Use lexical and contextual cues in understanding unfamiliar words and expressions EN7LT-IV-a-6: Discover through Philippine literature the need to work together and responsibly in
today's global village en7LT-IV-a-6.1: Identify the distinctive features of individual literary genres during the modern period EN7WC-IV-a-2.2: Make simple informative texts EN7WC-IV-a- 2.8.4: Identify the features of personal essays EN7OL-IV-a 3 : Watch and use the appropriate oral language Position and conduct in providing
information, instructions, explanations and narration of events in actual and personal recalculations en7OL-IV-a- 1.26: Give clear accurate and concise information, explanations and instructions in various oral communication situations EN7G-IV-a-4: Use imperatives and pretexts when providing instructions 30. K up to 12 BASIC
EDUCATION CURRICULUM K to 12 English Training Course Guide December 2013 Page 117 171 Week RC Reading Understanding LC Listening Understanding V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluent G Grammar Awareness 2 EN7RC-IV-b-10: Use appropriate reading
strategies for different types of en7RC-IV-b- 10.1 text: Give and follow the instructions and instructions en7LC-IV-b-8 : Information about the process mentioned in the text is listened to by EN7LC-IV-b-8.1: Identify the intentions of the speakers, Focusing on their unique verbal and non-verbal signals EN7VC-IV-b-6.1: Differentiate reality
from fantasy based on material considered EN7RC-IV-b-12.3: Use lexical and contextual cues in understanding unfamiliar words and expressions en7LT-IV-b-6: Discover through Philippine literature the need to work together and in today's responsible global village. EN7LT-IV-b-2.2: Explain how elements characteristic of the genre
contribute to the theme of a particular literary selection of EN7WC-IV-b. 2.8.6: Difference between capsule biographical sketch and article EN7OL-IV-b- 1.26: Give clear accurate and concise information, explanations and instructions in oral communication situations EN7G-IV-b-4: Use imperatives and pretexts when providing instructions 3
EN7RC-IV-c- 2.12: Make generalizations from different types of text EN7LC-IV-c-2.5: Predict the results of the oral exchange listened and their possible impact on the dynamics of EN7VC-IV-c-15: Compare the content of the materials, (print and radio) EN7V-IV-c-23: Analysis of the relationships presented in en7V-IV-c-23.1 analogies:
Supply of other words or expressions, that complete the analogue y EN7LT-IV-c-6: Discover through Philippine literature the need to work together and responsibly in today's global village EN7LT-IV-c- 2.2.1: Express gratitude for the sensory images used by EN7WC-IV-c-1.3: Organize information about the chosen subject using the
graphic organizer EN7OL-3 IV-c-1.7: Orally narrates events in actual and personal recounts using appropriate verbal and non-verbal signals EN7G-IV-c-5: Use verbs to provide information and explain 4 EN7RC-IV-d- 10.2 : Difference between general and specific statements en7LC-IV-d-2.7 : A sequence of series of events mentioned in
the text listened to EN7VC-IV-d-15: Compare the content of the materials, (print and radio) EN7V-IV-d-23: Analysis of the relationships presented in the analogies en7V-IV-d-23.1: Supply of other words or expressions that complete the analogy of EN7LT-IV-d-6: Discover through Philippine literature the need to work together and
responsibly in today's global village. EN7LT-IV-d- 2.2.2: Explain the literary devices used by EN7WC-IV-d- 1.1.6: Organize information about the chosen subject using a single step of the theme sketch. EN7OL-IV-d-1.7: Orally narrates events in actual and personal calculations using appropriate verbal and non-verbal signals EN7G-IV-d-5:
Use verbs to provide information and explain 31. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Guide December 2013 Page 118 171 Week RC Reading Understanding LC Listening Understanding V Vocabulary Insight V Vocabulary Development LT Literature WC Writing and Composition F Oral Language
and Influenza Sequence G Grammar Awareness 1 5 EN7RC-IV-e- 2.10: Sequence /reorganization of electronic idea or information EN7LC-IV-e-2.7: Sequence of a series of events mentioned in the text listened to EN7VC-IV-e-15: Compare the content of the materials, (print and radio) EN7V-IV-e-9: Give different values of identified
homogeneous or polyzemic words or expressions EN7LT-IV-e-6: Discover through Philippine literature the need to work together and responsibly in today's global village EN7LT-IV-2.3: Determine the tone, mood, techniques and goals of the author en7WC-IV-e- 2.8.6.1 : capsule biography of the person interviewed by EN7OL-IV-e-3.10:
Use correct and appropriate multi-media resources to verbally provide information, instructions, explanations and narratives in personal or factual recounts EN7G-IV-e-5: Use verbs when giving information and making explanations 6 EN7RC-IV-f-10.3: Sequence steps in a process EN7LC-IV-f-2.8: Make simple inferences about thoughts
and feelings expressed in the text listened to EN7VC-IV-f-16: Express one's beliefs/convictions based on a material viewed EN7V-IV-f-9: Give the various meanings of identified homonymous or polysemous words or expressions EN7LT-IV-f-6: Discover through Philippine literature the need to work cooperatively and responsibly in today's
global village EN7WC-IV-f- 2.8.6.1: Compose a capsule biography of a person interviewed EN7OL-IV-f-3.10: Use correct and appropriate multi- media resources when orally giving information, instructions, making explanations and narrating events in personal or factual recounts EN7GS-IV-f-6: Formulate meaningful expressions EN7G-IV-
f-6.2: Formulate who, what, when, where, why, and how questions 7 EN7RC-IV-g- 10.4 : Приведу доказательства в поддержку общего заявления EN7RC-IV-g- 3.1.13: Сделайте стенд EN7LC-IV-g-8.2: Определите ценность идей, упомянутых в тексте, прослушиваемом EN7VC-IV-g-16: Выразить свои убеждения / убеждения
на основе материала рассматривается EN7V-IV-g-3.11: Определить слова или выражения, используемые в выборе, которые показывают различные оттенки смысла (градиенты) EN7LT-IV-g-6: Откройте для себя через филиппинскую литературу необходимость работать совместно и ответственно в сегодняшней
глобальной деревне EN7LT-IV-g-2.3: Нарисуйте сходства и различия признакам выбор по отношению к теме EN7WC-IV g- 2.8.6.2: Составьте биографический эскиз, основанный на личном интервью и справочном исследовании EN7OL-IV-g- 3.10: Используйте правильные и соответствующие мульти-медиа ресурсы при
устной предоставлении информации, инструкций, объяснения и повествование событий в личном или фактическом рассказывает EN7G-IV-g-6.2: Сформулируйте, кто, что , когда, где, почему, и как вопросы 32. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 119 of 171
Week RC Reading Comprehension LC Listening Comprehension VC Viewing Comprehension V Vocabulary Development LT Literature WC Writing and Composition F Oral Language and Fluency G Grammar Awareness 8 EN7RC-IV-h- 2.15.1: Organize information read into an outline EN7LC-IV-h-8.3: Express appreciation for
entertaining texts (anecdotes, jokes, fables, myths, tales) by recognizing the punch lines EN7VC-IV-h-16: Express one's beliefs/convictions based on a material viewed EN7V-IV-h-23.2: Create or expand word clines EN7LT-IV-h-6: Discover through Philippine literature the need to work cooperatively and responsibly in today's global village
EN7LT-IV-h-3: Explain how a selection may be influenced by culture, history, environment, orother factors EN7WC-IV-h- 2.8.6.2: Compose a biographical sketch based on a personal interview and background research . Use correctly and appropriately appropriately specifics of speech when providing information, instructions, explanations
and narration of events in personal and factual recounts. EN7G-IV-h-6.1: Formulate short responses 9 EN7RC-IV-i-10.5: Tell the events of EN7LC-IV-i-8.3: Express appreciation for entertaining texts (anecdotes, jokes, fables, myths, tales) by recognizing the punch lines of EN7VC-IV-i-16: Express your beliefs/beliefs based on the material
considered en7V-IV-i-23.2: Creating or expanding the word clines EN7LT-IV-i-6: Discover through the Philippine Literature need to work together and responsibly in today's global village EN7LT-IV-0-7: Explain the contribution of national artists to literature in enhancing Filipino Literature in English in the global village en7WC-IV-i- 2.8.6.2:
Make a biographical sketch, based on a personal interview and background study EN7OL-IV-i-5: Use correct and relevant pro-speech features when providing information, instructions, explanations, and stories about events in a personal and actual recalculation of EN7G-IV-i-6.1: Formulate short answers 10. K up to 12 BASIC
EDUCATION CURRICULUM K to 12 Guide to the English Curriculum December 2013 Page 164 of 171 GLOSSARY account - reason provided for a particular action or even familiar - having personal knowledge as a result of study, experience, etc.; an informed act - a division or unit of drama adverb - describes how an action or activity is
performed by adverb frequency - to indicate how often an action is done adverbing the place - words that indicate the location of the adverb of the time - words that indicate when attached - an element of a word that can be attached to the base or root to form a new word of aggressive communication - a style in which people express their
feelings and express their views and express themselves in a way that disturbs the needs of others. thus, aggressive communicators are verbal and/or physically offensive; aggressive communication is born out of low self-esteem (often caused by past physical and/or emotional violence), unimmun emotional wounds and feelings of
powerlessness. analytical listening-decision, looking at all the factors involved, and looking at the elementary parts of something related to the study of small parts of the whole. Analytical listening is all about feeling and meaning. Sound gives us meaning and perspective in our lives. For example, someone talking to you might say hello. At
first glance this seems friendly, but the way they say hello to you can convey many different meanings. If they say this in a very short and sharp way, it may be obvious that they are angry with you, not happy to see you; These gestures come across in a more subtle way with music. It is important to understand that the emotional intention
of a musical reflected in the sound. Everything in the musical production must reflect this intention in order to ensure that the song must be properly communicated to the listener. an antagonist - a person or a situation that opposes the goals of the main character or the desires of the apostrophe - a punctuation ('), used to refer to either
possession or omission of letters or numbers of the archetype - an idealized model of a person or a concept from which the expressions of argumentative texts are copied or emulated - are essays designed to convince readers to agree with the writer's point of view; Writers do this not only by presenting information, but also by
demonstrating the pros and cons of articulating the subject - the clear and accurate pronunciation of words aside - the character's commentary that the audience hears, but other characters on stage without an assertive connection - a style in which people are clearly out of stateing their opinions and feelings, and firmly defending their
rights and needs without violating the rights of others. Persistent communication is born out of high self-esteem. These people value themselves, their time and their emotional, spiritual and physical needs and are strong defenders of themselves, very respecting the rights of others. B bias - mental preference, leaning, or inclination,
especially one that prevents impartial judgment. Prejudice is the propensity of temperament or perspective to present or hold a partial perspective and refusal to even consider the possible merits of alternative points. blocking is a theatrical term that refers to the precise movement and positioning of actors on stage in order to facilitate the
performance of a play, ballet, film, etc. 34. K to 12 BASIC EDUCATION CURRICULUM K to 12 English curriculum guide December 2013 Page 165 of 171 commercials - brief advertisements or announcements, especially laudatory; She wrote a good blurb for her friend's novel; Verb (used with an object) With pictures of brainstorming -
groups or individual creative techniques by which efforts are made to find a conclusion for a particular problem by collecting a list of ideas of bullying - any deliberate actions that cause physical or psychological harm to C capsule biographies-a brief summary condense or summarize the account of a person's life written, compiled, and
produced by others; a biography in which all important elements of a person's life included a cast of characters - a list of people who play a role in a character's story - refers to a person, a creature, or a person with specific and distinctive attributes depicted by an actor in a sketch of a character in a play - a portrait of a man drawn in words;
its purpose is to create a vivid impression of the character of the person - the process of creating a believable character, exploring the physical, social and psychological aspects of the character character - the people involved in the climax of the story - the point of the greatest dramatic tension in Labour; highest or the highest an intense
point in the development or resolution of comedy - a theatrical work that is intentionally humorous to conceptualize - to form (idea, picture, etc.) something in your mind conclusion-last major separation of discourse usually containing summary points and statement of opinion or solutions to conflict - the confrontation of individuals or forces,
give a sharpening of dramatic action; An element that takes place in every drama; it should not be quarrels and disputes; These are more often much calmer situations. it can be an inability to help, double loyalty or a dying person, enjoying the conflicts of life with which a person must fight - conflict is a struggle between the opposing
forces on which the action of a literary work depends - to take control (country, city, etc.) by force; win (someone or something) by force; Gain control of the context-appropriate - due consideration, given the background, the surroundings, the landscape of some central objects; it also covers the appocreation of materials and instructions to
target the situation of conscience alley-technique to examine any kind of dilemma faced by the style of communication of the character - the manner in which to say things, as influenced by the culture and personality of the craft - work or activity that requires a special skill crisis - a crucial moment in the plot of the play, on which the
outcome of the rest of the actions of the D portray - represent or characterize in words; Describe dialogue - the words the character speaks to each other; The words that each character says are written next to his or her name to refuse - throw away (something) because it is useless or undesirable; remove discourse - denotes written and
oral arrangement of communication - the usual attitude or mood of a person or animal; tendency to act or think a certain way of drama - refers to acting, and to the setting of a play that includes theatre, hall, accessories, green room, costumes, music and the like-minded drama atmosphere and mood - created by set, lighting, furniture,
music or sound effects, opening dialogue, mimy and gestures of actors, and the growing tension of the plot of the dramatic convention - a device that the playwright uses to present a dramatic performance on stage that the audience takes as a realistic 35. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide
December 2013 Page 166 of 171 dramatic ironies - where the audience or reader knows about something important, of which the characters in history do not know dramatic poetry - poetic forms that formulate emotions or feelings dynamic - always active or changing E external conflict - the conflict between character and external element
of power - part of something one that is important or characteristic of exposure -- details revealing monologue - the act of saying your thoughts out loud when yourself or whatever you hear f---ing language - the use of words that go beyond its literal meaning; Examples of figurative language or devices are simultaneously, metaphor and
hyperbole among other foils - a symbol that is designed to represent characteristics, values, ideas, etc., which are directly and diametrically opposed to those of another character, usually the protagonist of the fourth wall - the imaginary invisible wall at the front of the scene through which the audience sees the action of G generalization -
a general statement about a group of people or things that are based on only a few people; an act or process of forming opinions based on a small amount of information; statement made from specific facts, which are generally true of a broad category of things. genre - the main forms of literary form H habitat for humanity - a non-profit
organization with global affiliates, building and renovating homes around the world using volunteer work and donations; his family partners buy these homes through non-commercial, interest-free mortgages or innovative methods of financing hyperbole - exaggerated statements or claims not intended for literal improvisation I -
spontaneous invention and development of drama from within the role of infidelity - marital disloyalty; Adultery; it is the subjective feeling that his partner has violated a set of rules or norms of relationship infographics - visual representation of data or knowledge of an internal monologue - is where the actor speaks as if to himself J juncture
- an important moment in the process or activity; Joint, connections; way of transitioning or a way of justifying - provide a good reason for the actions of K types of listening and reading strategy 1. 2. receiving specific information 3. determining the speaker's goal 4. Understanding Message 5. Related/find a connection with
knowledge/experience and subject heard 36. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 167 of 171 6. Activation of Pre/Reference Knowledge on the subject 7. connecting new information to old information 8. Forecasting information/ predicting what will happen next 9. forecasts
for the future 10. study of the new dictionary 11. using visual clues (facial expressions, customization gestures, interactions) to understand the ideas heard by 12. Check the accuracy of your predictions 13. the decision on the truthfulness or falsehood of the ideas heard 14. asking for clarification or repetition from the speaker or ask 15.
ask additional questions 16. 17. to paraphrase what one heard 18. responding to what one heard through creative writing, drawing, drama, etc. 19. distinguishing facts from opinions 20. Definition 21. conclusions 22. conclusion of thought, feelings, the purpose of the speaker 23. discussion of the process and strategies that will be used
when listening to 24. Create/build a value of 25. setting expectations 26. interpretation of what is heard 27. generalization 28. distinctive fact from opinion 29. distinguish fantasy from reality 30. interpretation of the pitch, mood and purpose of the speaker 31. 32. planning and deciding which effective strategy to use 33. monitoring his
understanding 34. Assess the effectiveness of his strategies of listening to L literary device - refers to any particular, deliberate design of language that the author uses to convey the meaning of M man vs. man - the character fights with another character as the main character against the antagonist man against fate - the struggle for
choice; fighting the fate of man against nature - the character fights the power of nature (natural disaster, desolation, animal, etc.) ; Typically, the character struggles to survive the person against society - in this conflict, a character or group of characters fight against the society in which they live. The character can fight against social
traditions or rules. 37. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 168 of 171 people against the supernatural - conflict with ghosts, spirits, foreigners, etc. man against technology - the fight against computers, machines, utensils, etc. splendor - n. or grandeur of the environment;
magnificence; great or impressive materialism of beauty -- caring or focusing on material objects, conveniences and considerations, with disinterest or rejection of the spiritual, intellectual or cultural metaphor of values - a figure of speech that makes an implicit, implied or hidden comparison between two things or monologue objects - a
character's long speech on stage with other characters, listening to the mood - the feeling that the reader receives when reading the N narrative - is a special kind of story that is valued very highly of the narratives so as to be interesting and to teach cultural values. In narratives, normal events are violated and language is used to create
suspense around the breach so that it reaches a crisis point. The way the characters in the story confront and solve the crisis teaches the audience about how to behave, which are valued in culture. narrative - a technique in which one or more performers speak directly in front of the audience to tell a paragraph of storytelling - a group of
sentences that tells readers what happened in a particular place and time of the O octet - the first eight lines of a sonnet of a single play - a play that takes place, from start to finish, in one act; It can range from one minute to hour of the eponymous radio game - the eponymous play, written on the script for the radio presentation of P
passive aggressive communication - - a style in which people appear passive on the surface, but actually acting out of anger in a subtle, indirect, or behind-the-scenes way of passive communication - a style in which people have developed a model of avoiding expressing their opinions or feelings, defending their rights, and identifying and
meeting their needs. Passive communication is usually born out of low self-esteem. propaganda strategies - the systematic dissemination of information reflecting the views and interests of those who favor such a doctrine/or trigger a project audition made from current information, or when it is assumed that someone has the same
emotions or feelings that he/or she is doing pantomime - telling a story without the words participle - is a verbal that functions as an adjective passion - a strong sense of enthusiasm or excitement for something or something to play. literary work consisting of dialogues between different characters, epilogue, monologue, prologue and end;
This applies to composition; stage performance of the action or the bill about the play - a poster announcing the plot of the theatrical performance - the orderly structure of the play as the action progresses on the plot; A series of events that make up the entire story that is told in a novel, play, movie, or T.V. show plot structure - also called
the dramatic structure of a story, novel or script includes events that make up the idea of writing; they are often outlined as a series of details beginning, mid and end and include five basic elements, as well as a pork barrel conflict - assigning public spending to localized projects secured solely or primarily to bring money to the area's
portrait of a representative poem - lyrical means for depicting the writer's self-perception, or feelings for another 38. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Curriculum Guide December 2013 Page 169 of 171 prefix - the word part placed before the root of the word prologue - introduces the action of the play; it is
usually at the beginning and literally means the first words prominent - important and well known; Easily spotted or seen; sticking out in a way that is easy to see or notice props - objects used on stage in the play by the hero - the central or main figure of the story of punctuation - the use of standard signs and signs in writing and printing
for individual words in sentences, positions and phrases in order to clarify the meaning of the R recount - the story of a genre that is used to tell what happened. When we recount recounts, we reveal the meaning of people and events in history by sharing our personal feelings about them. readers of the theatre - the style of theater in
which actors make or do not remember their lines; actors use vocal expression to help audiences understand the story, not such as scenery, costumes and intricate lock fix - set right; Remedies; Clean up to correct the re-enactment - the repetition or repetition of the past event or the renewed situation - to make a new or, as if new,
requiem - a Christian religious ceremony for a dead person; Mass for Dead Resolution - part of the story's storyline, in which the problem of history solves the rhyme - one of two or more words or phrases that end in the same sounds of rising action - a part of the plot consisting of complications and discoveries that create a conflict rite -
established, ceremonial, usually religious to act the root word - the form of the word after all the affixes are removed by the S scene - a separation in which a certain part of the play is removed usually divided by location (in the bedroom, at the dinner table) or time (e.g. in the morning, then the next evening); a section of the play that takes
place at the same time and place of scenery - background art or structures on stage to help show the setting of the script - written words for the play; this is what everyone reads in order to perform a play; written version of the play or movie - If you audition for a movie, you get a script to practice a scene or two. The serger-usually overlock
sewing machine will cut the edges of the fabric as they are fed through the sestet - the final six set lines of the sonnet - the place and time where drama events occur; In the play he dominates the audience in a play he dominates the audience experience of the drama; it literally forms the background for the action simultaneously - a figure
of speech in which two essentially as opposed to things are compared, often in a phrase introduced as or as a parody - short, usually comic dramatic performance or a slideshow work - the presentation is supplemented or based on the display of projected images or photographic slides soliloquy - a long speech of a character who is one
on stage without other characters listening to the dream - a poetic form Consisting of 14 lines that are divided into two parts: octet and the sister of the spectacle-visual elements of the play, including scenery, lights, costumes, and movement of actors 39. K to 12 BASIC EDUCATION CURRICULUM K to 12 English Instructional Directory
December 2013 Page 170 of 171 stage - a platform on which actors perform stage directions - instructions (cursing); they describe the setting and tell about the action of static - showing little or no change, action or progress of a stock character - largely dependent on cultural types or stereotypes for their personality and manner of speech
style - a distinctive and unique way in which a writer organizes words to achieve specific effects of suspense - in situations that raise our concerns about welfare Can be created in many ways in the game; it can be achieved through a series of crises and and serious crisis or climax, foreshadowing, surprise or use of the unexpected,
withholding information, masking and interfering randomly or the fate of the target audience - group or meeting of viewers or listeners; Persons attending a scene or film production or watching a television program; in writing, this could mean a target group in relation to a particular literary genre of technical terms for drama and theatre -
terms necessary to understand the entire structure, organization and staging of a dramatic play; some of them are elements (characters, dialogue, etc.) and the stage of direction. Stage directions give information to the reader and performers, mainly about where and how actors should move and talk, scenery or scenery on stage, and
props to be used by actors. technical vocabulary - words or phrases that are used primarily in a certain area of work or profession. These words or phrases are not easily recognized by people outside the profession in which they are used. text - printed words, including dialogue and stage directions for the script theatre - a joint art form,
including composition, acceptance and interpretation of dramatic presentations for the audience; The structure within which theatrical productions are given; usually includes an orchestra or living room, and the stage theme is the main idea of the play; an idea, a point of view, or a perception that binds together a work of art tone - is the
writer's attitude to the subject he or she writes about the tragedy - a play in which the main character (s) suffers from a serious fall; a play that demonstrates the character's fall from grace, power, position or moral position through their own actions u the universe of text - a kingdom in which something (words in writing) exists or happens. V
video is an extremely dense environment that includes a wide range of visual elements and a wide range of audio experiences in addition to spoken language. Video footage - usually provide guidance for teachers; The hardest part of them is usually part of a multimedia package that, in addition to the videos themselves, includes the
viewing of manuals, student textbooks, textbooks and audio cassettes; In contexts focused on the interest of students and accompanying students with workbooks with various viewing events; Teachers should lead students to evaluate video as a valuable tool for learning the language and help them develop viewing skills that they can
apply to their video and television viewing experience outside of class. vignette - a short literary sketch, mostly descriptive and characterized usually by delicacy, wit and subtlety; Short, well-written sketch or narrative scene; he doesn't have a plot that made his story, but it shows something about the elements in it; he can character, or
mood or tone; she can have her own theme or idea, which she wants to convey; it is a description of a scene or character that is important verbal - a verb form that functions in a sentence as a noun or modifier, not as a verb 40. K up to 12 BASIC EDUCATION CURRICULUM K to 12 English Training Guide December 2013 Page 171 of
171 CODE BOOK LEGEND Example: EN4G-If-2.5 LEGEND SAMPLE First Entry Learning Area and Strand/ Theme or Specialization English EN4 Grade 4 Upper Register Letter /S Domain/Component/Subject Grammar G - Roman Numer Put a Health (-) between letters, to indicate more than a specific week Week Six F - Arabic
Competency Number Make Clear and Consistent Suggestions using appropriate grammatical structures 2.5 DOMAIN/COMPONENT CODE Alphabet Knowledge AK Books and Printed Knowledge BPK Fluency F Grammar G Grammar G Listening Understanding LC Oral Language OL Acoustics and Recognition of Words PWR
Phonological Awareness PA Reading

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